Pub Date : 2020-09-01DOI: 10.1515/glochi-2020-0011
Hongyang Shi, Tianmiao Wang
Abstract Plenty of research in applied linguistics has confirmed that language teachers’ motivational strategies are playing a crucial role in relation to the learning motivation of their students. While previous research on motivational strategies has focused almost exclusively on teaching English as an international language (TESOL), this paper seeks to explore what motivational strategies are used by teachers of Chinese as a second language (CSL), and how their use differs between novice and experienced teachers in the Chinese cultural context in mainland China. The study was carried out in four Beijing universities with 90 novice and 85 experienced CSL teachers. The research instrument was adapted from the classical model developed by Dörnyei, Zoltán, & Kata Csizér. 1998. Ten Commandments for motivating language learners: Results of an empirical study. Language Teaching Research 2(3). 203–229. Participants were asked to rate the motivational strategies in terms of their perceived importance and the frequency by which they implemented them in their teaching practices. Following this, six participants also took part in semi-structured interviews. The findings of the study reveal a significant relationship between teachers’ preferences of motivational strategies and their cultural background, teaching objectives and the teaching contexts. Results also show a remarkable difference in motivational strategies between novice and experienced teachers at both macro and individual levels. The study suggests a few interpretations of the results and several implications for CSL teacher’s professional development based on its findings.
大量的应用语言学研究证实，语言教师的动机策略对学生的学习动机起着至关重要的作用。以往关于动机策略的研究几乎都集中在英语作为国际语言(TESOL)的教学上，而本文试图探讨在中国大陆的中国文化背景下，汉语作为第二语言(CSL)教师使用哪些动机策略，以及新手教师和经验丰富的教师使用动机策略的差异。本研究在北京四所高校进行，90名汉语教学新手和85名汉语教学经验丰富的教师。该研究仪器改编自Dörnyei, Zoltán， & Kata csiz等人开发的经典模型。1998. 激励语言学习者的十诫:一项实证研究结果。语言教学研究2(3)。203 - 229。参与者被要求根据他们认为的重要性和他们在教学实践中实施这些激励策略的频率来评估这些策略。在此之后，六名参与者也参加了半结构化访谈。研究结果表明，教师的动机策略偏好与其文化背景、教学目标和教学情境之间存在显著的关系。结果还显示，新手教师和资深教师在宏观和个人层面上的动机策略存在显著差异。本研究在此基础上提出了对研究结果的一些解释以及对对外汉语教师专业发展的几点启示。
{"title":"Motivational strategies in Chinese language classrooms: A comparative study of novice and experienced teachers","authors":"Hongyang Shi, Tianmiao Wang","doi":"10.1515/glochi-2020-0011","DOIUrl":"https://doi.org/10.1515/glochi-2020-0011","url":null,"abstract":"Abstract Plenty of research in applied linguistics has confirmed that language teachers’ motivational strategies are playing a crucial role in relation to the learning motivation of their students. While previous research on motivational strategies has focused almost exclusively on teaching English as an international language (TESOL), this paper seeks to explore what motivational strategies are used by teachers of Chinese as a second language (CSL), and how their use differs between novice and experienced teachers in the Chinese cultural context in mainland China. The study was carried out in four Beijing universities with 90 novice and 85 experienced CSL teachers. The research instrument was adapted from the classical model developed by Dörnyei, Zoltán, & Kata Csizér. 1998. Ten Commandments for motivating language learners: Results of an empirical study. Language Teaching Research 2(3). 203–229. Participants were asked to rate the motivational strategies in terms of their perceived importance and the frequency by which they implemented them in their teaching practices. Following this, six participants also took part in semi-structured interviews. The findings of the study reveal a significant relationship between teachers’ preferences of motivational strategies and their cultural background, teaching objectives and the teaching contexts. Results also show a remarkable difference in motivational strategies between novice and experienced teachers at both macro and individual levels. The study suggests a few interpretations of the results and several implications for CSL teacher’s professional development based on its findings.","PeriodicalId":12769,"journal":{"name":"环球中医药","volume":"369 1","pages":"197 - 214"},"PeriodicalIF":0.0,"publicationDate":"2020-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77754678","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-09-01DOI: 10.1515/glochi-2020-0013
Jingyu Yan
Abstract Learning Chinese vocabulary is challenging for learners whose first language is alphabet-based. Researchers have embarked on investigating Chinese vocabulary learning strategies from both a psycholinguistic and a pedagogical perspective. Learning strategies are defined as observable behaviors and mental actions that are consciously employed by learners for comprehending, processing, and storing language knowledge. This paper reports a study in which the think-aloud research method is employed for exploring Chinese vocabulary learning strategies of English-speaking learners. The participants were eight learners of Chinese from a university in the UK. The results reveal that learners employ orthographic strategies, semantic strategies, memory strategies, phonological strategies, and metacognitive strategies. Furthermore, this study found that overt physical behaviors and mental actions cannot be separated. Various mental actions were underneath similar physical behaviors, which may lead to variations in learning outcomes. Second, there are metacognitive strategies, with which the participants could use in deciding, monitoring, and evaluating the use of specific cognitive strategies. This study suggests that Chinese vocabulary learning strategies need to be described in a holistic manner wherein physical and mental actions involved in cognitive strategies and metacognitive strategies are all taken into consideration so as to inform strategy instruction.
{"title":"Chinese vocabulary learning strategies by English-speaking learners: A think-aloud study","authors":"Jingyu Yan","doi":"10.1515/glochi-2020-0013","DOIUrl":"https://doi.org/10.1515/glochi-2020-0013","url":null,"abstract":"Abstract Learning Chinese vocabulary is challenging for learners whose first language is alphabet-based. Researchers have embarked on investigating Chinese vocabulary learning strategies from both a psycholinguistic and a pedagogical perspective. Learning strategies are defined as observable behaviors and mental actions that are consciously employed by learners for comprehending, processing, and storing language knowledge. This paper reports a study in which the think-aloud research method is employed for exploring Chinese vocabulary learning strategies of English-speaking learners. The participants were eight learners of Chinese from a university in the UK. The results reveal that learners employ orthographic strategies, semantic strategies, memory strategies, phonological strategies, and metacognitive strategies. Furthermore, this study found that overt physical behaviors and mental actions cannot be separated. Various mental actions were underneath similar physical behaviors, which may lead to variations in learning outcomes. Second, there are metacognitive strategies, with which the participants could use in deciding, monitoring, and evaluating the use of specific cognitive strategies. This study suggests that Chinese vocabulary learning strategies need to be described in a holistic manner wherein physical and mental actions involved in cognitive strategies and metacognitive strategies are all taken into consideration so as to inform strategy instruction.","PeriodicalId":12769,"journal":{"name":"环球中医药","volume":"59 1","pages":"237 - 262"},"PeriodicalIF":0.0,"publicationDate":"2020-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86370950","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-09-01DOI: 10.1515/glochi-2020-0018
Aihong Yu, Gretchen Geng
Abstract The high dropout rate of students studying Chinese is a concern for educators in teaching Chinese as a Foreign Language (CFL). However, very limited studies have been undertaken to investigate the impact of the important part of CFL learning ‘Hanzi’ in the successful teaching and learning of CFL. This paper therefore investigated the rationale and significance of Hanzi’ instruction and the need to integrate Hanzi instruction into teaching of CFL from the very beginning of teaching CFL. Readers will find this paper useful in understanding the importance of Hanzi instruction in teaching CFL, and how to construct a contemporary, international curriculum that can adequately address the fundamental concerns of the teaching and learning of CFL. This paper can be used to initiate a research agenda and inform an initiative thinking for curriculum development, to be used as a signpost to set up a conceptual framework on international curriculum development of CFL.
{"title":"Introducing Chinese Hanzi at the beginning of teaching Chinese as a Foreign Language (CFL)","authors":"Aihong Yu, Gretchen Geng","doi":"10.1515/glochi-2020-0018","DOIUrl":"https://doi.org/10.1515/glochi-2020-0018","url":null,"abstract":"Abstract The high dropout rate of students studying Chinese is a concern for educators in teaching Chinese as a Foreign Language (CFL). However, very limited studies have been undertaken to investigate the impact of the important part of CFL learning ‘Hanzi’ in the successful teaching and learning of CFL. This paper therefore investigated the rationale and significance of Hanzi’ instruction and the need to integrate Hanzi instruction into teaching of CFL from the very beginning of teaching CFL. Readers will find this paper useful in understanding the importance of Hanzi instruction in teaching CFL, and how to construct a contemporary, international curriculum that can adequately address the fundamental concerns of the teaching and learning of CFL. This paper can be used to initiate a research agenda and inform an initiative thinking for curriculum development, to be used as a signpost to set up a conceptual framework on international curriculum development of CFL.","PeriodicalId":12769,"journal":{"name":"环球中医药","volume":"29 1","pages":"359 - 380"},"PeriodicalIF":0.0,"publicationDate":"2020-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76688337","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-04-01DOI: 10.1515/glochi-2020-0002
R. Vollmann, Tek Wooi Soon
Abstract Background In the multilingual situation of Malaysia, standard languages and spoken vernaculars are interacting in intricate ways whereby various spoken languages share a pool of words from Malay, English and Mandarin. Structurally, all languages converge and influence the spoken varieties of the standard languages. Material and method This contribution observes the situation from the viewpoint of Hakka speakers. In an analysis of the communicative practices in an extended Hakka family and their non-Hakka friends, the interactions of the various languages in borrowing and code-switching have been analysed and later discussed with speakers. It is expected that standard languages influence language use over time. Analysis The adult generations of the family speak Hakka and effortlessly mix with other languages. Intergenerationally, language change (and possibly language loss) can be observed for Hakka. Mandarin is gaining importance for all speakers. At the same time, loanwords and loan translations from Malaysian, English and Mandarin are frequent. This Malaysian vocabulary is shared by all spoken languages, with only few differences in usage. Standard Chinese is gradually replacing old Hakka words in Hakka. Conclusions As can be expected, the spoken languages such as Hakka are quickly losing traditional lexemes and phrases, while Mandarin Chinese as well as English and Malaysian words are used in Hakka; at the same time, spoken Mandarin and spoken English converges structurally with the substratic Chinese dialects.
{"title":"Language change and convergence in multilingual Malaysian Chinese","authors":"R. Vollmann, Tek Wooi Soon","doi":"10.1515/glochi-2020-0002","DOIUrl":"https://doi.org/10.1515/glochi-2020-0002","url":null,"abstract":"Abstract Background In the multilingual situation of Malaysia, standard languages and spoken vernaculars are interacting in intricate ways whereby various spoken languages share a pool of words from Malay, English and Mandarin. Structurally, all languages converge and influence the spoken varieties of the standard languages. Material and method This contribution observes the situation from the viewpoint of Hakka speakers. In an analysis of the communicative practices in an extended Hakka family and their non-Hakka friends, the interactions of the various languages in borrowing and code-switching have been analysed and later discussed with speakers. It is expected that standard languages influence language use over time. Analysis The adult generations of the family speak Hakka and effortlessly mix with other languages. Intergenerationally, language change (and possibly language loss) can be observed for Hakka. Mandarin is gaining importance for all speakers. At the same time, loanwords and loan translations from Malaysian, English and Mandarin are frequent. This Malaysian vocabulary is shared by all spoken languages, with only few differences in usage. Standard Chinese is gradually replacing old Hakka words in Hakka. Conclusions As can be expected, the spoken languages such as Hakka are quickly losing traditional lexemes and phrases, while Mandarin Chinese as well as English and Malaysian words are used in Hakka; at the same time, spoken Mandarin and spoken English converges structurally with the substratic Chinese dialects.","PeriodicalId":12769,"journal":{"name":"环球中医药","volume":"10 1","pages":"49 - 67"},"PeriodicalIF":0.0,"publicationDate":"2020-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75963251","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-04-01DOI: 10.1515/glochi-2020-0001
Jeffrey Gil
Abstract Whether China’s rise means Chinese becomes a global language like English is a much discussed topic. Most academics and media commentators argue its character based writing system will prevent this because it is difficult and time consuming to learn. In this article I present four counter arguments informed by an analysis of the language practices, language ideologies and language planning surrounding the Chinese writing system and the characteristics of contemporary global English. Firstly, I argue this view is based on the flawed assumption that all learners of Chinese must learn to read and write, and must do so to a native-like level. This does not reflect the global use of English, as not everyone can read and write, and certainly not to a native-like level. People learn as much English as is required for their purposes, and the same would apply if Chinese was a global language. Next, I argue this view ignores the use of devices like computers and mobile phones which convert Pinyin Romanisation into characters, meaning learners need only learn Pinyin and character recognition, saving considerable time and effort. Thirdly, I show there is a historical precedent for the adoption of characters outside of China in the form of the long-standing use of written Chinese for scholarly and official purposes in Korea, Japan and Vietnam. This occurred due to China’s status as the most powerful country in the region, if not the world, and demonstrates people will learn and use characters if there is sufficient reason to do so. Finally, I argue this view focuses excessively on linguistic properties. The inconsistencies and irregularities of English’s writing system show linguistic properties do not determine whether a language becomes global. I conclude a character based writing system will not, in and of itself, prevent Chinese attaining global language status.
{"title":"Will a character based writing system stop Chinese becoming a global language? A review and reconsideration of the debate","authors":"Jeffrey Gil","doi":"10.1515/glochi-2020-0001","DOIUrl":"https://doi.org/10.1515/glochi-2020-0001","url":null,"abstract":"Abstract Whether China’s rise means Chinese becomes a global language like English is a much discussed topic. Most academics and media commentators argue its character based writing system will prevent this because it is difficult and time consuming to learn. In this article I present four counter arguments informed by an analysis of the language practices, language ideologies and language planning surrounding the Chinese writing system and the characteristics of contemporary global English. Firstly, I argue this view is based on the flawed assumption that all learners of Chinese must learn to read and write, and must do so to a native-like level. This does not reflect the global use of English, as not everyone can read and write, and certainly not to a native-like level. People learn as much English as is required for their purposes, and the same would apply if Chinese was a global language. Next, I argue this view ignores the use of devices like computers and mobile phones which convert Pinyin Romanisation into characters, meaning learners need only learn Pinyin and character recognition, saving considerable time and effort. Thirdly, I show there is a historical precedent for the adoption of characters outside of China in the form of the long-standing use of written Chinese for scholarly and official purposes in Korea, Japan and Vietnam. This occurred due to China’s status as the most powerful country in the region, if not the world, and demonstrates people will learn and use characters if there is sufficient reason to do so. Finally, I argue this view focuses excessively on linguistic properties. The inconsistencies and irregularities of English’s writing system show linguistic properties do not determine whether a language becomes global. I conclude a character based writing system will not, in and of itself, prevent Chinese attaining global language status.","PeriodicalId":12769,"journal":{"name":"环球中医药","volume":"66 1","pages":"25 - 48"},"PeriodicalIF":0.0,"publicationDate":"2020-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83230914","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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